FS 3
FIELD STUDY
Learning
Episode
1
THE SCHOOL’S
LEARNING
RESOURCE CENTER
My Learning Episode Overview
Episode I provide an opportunity for students to examine a Learning Resource Center
or Multi Media Center and learn about its collection, services, equipment and reflect on
how it supports the teaching learning process.
My Intended Learning Outcomes
In this Episode, I must be able to:
 Describe the goals of a learning Resource/ Multi- Media Center.


Identify and classify resources that facilitate the teaching- learning processes.
Explain the services of the center that support learning.
My Performance Criteria
I will be rated along the following:
 Quality of my observations and documentation,
 Completeness and depth of analysis,
 Depth and clarity of classroom observation- based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio.
My Learning Essentials
1. A school usually sets up a center which will provide valuable support to the teaching- learning
process. Over the years the name of this center has evolved. Some of the names are Audio- Visual
Center, Media and Technology Resource Center, Teaching- Learning Technology Department, or
simply Learning Resource center.
2. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library, LRC and Audio Visual or
Media Center. Some just have the LRC both for teachers and students..
4. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
5. The goals of the Center may include, orienting and training teachers in the use of audio visual
and ICT resources, working with teachers and administrators in producing instructional
materials, making available useful resources to the students, teachers and the school community.
1
6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions:

Center of resources

Laboratory of learning

Agent of teaching

Service agency

Coordinating agency

Recreational reading center

A link to other community resources
7. With the very fast development and communications technology (ICT), the natural outcome
library and ICT both in terms of hardware and software systems and applications.
8. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some
have replaced the term library with LRC. Some have a separate library, LRC and Audio Visual or
Media Center. Some just have the LRC both for teachers and students..
9. The common purpose among these centers is to provide print, audio- visual and ICT resources to
support the teaching- learning process.
10.The goals of the Center may include, orienting and training teachers in the use of audio visual
and ICT resources, working with teachers and administrators in producing instructional
materials, making available useful resources to the students, teachers and the school community.
11.In order to support the philosophy and aims of the school, the Center must fulfill the following
functions:

Center of resources

Laboratory of learning

Agent of teaching

Service agency

Coordinating agency

Recreational reading center

A link to other community resources
My Map
______________________________________________________________________________
2
To realize my intended Learning Outcomes, I will work my ways through these steps:
4. Write down a brief reflection of
3.
Make
inventory
of
its
available
and
resources
and
classify
1. Visit a school’s
an
Learning
Resource Center.
Look
them
around and see what
according to their
resources and
characteristics and
facilities
functions.
are available inside.
2.Ask
the
Learning
Resource
Center in-charge about how some
equipment or facilities are used.
3
My Tools
As you visit and observe the learning Resource Center, use activity forms provided
for you to document your observations. Ask the assistance of th one manning the center courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how
they are classified. Are they free from dust and moisture? Are they
arranged for easy access?
4. Read the guidelines/procedures posted or available for the users to
refer to?
5. Familiarize yourself with the guidelines and procedures. You may
choose to take photos of the center (if allowed)
After you have observed, classify the resources available that you believe are most useful. Please
use the activity form provided for you.
4
Name of Center Observed: Library of Fatima National High School
Date of Observation: November 16, 2012
Name of Observer: Ruthchelle S. Miana
Course / Year / School: BSED Filipino / 4th year / Mindanao State University-GSC
List of Available Learning Resources
Available
Learning
Characteristics and Unique
Teaching Approaches where the
bullet form)
1.Print Resources
Capabilities
These learning resources in
Resource is Most Useful
Lectures,
resource
–
Books
Journals
Magazines
News Paper
these categories are the very
teaching
common however these are
which needs the used of the
the very useful and more
printed materials.
Resources




(Enumerate
in
and
other
based
approach
accessible.
2.Audio Resources

none
3.Non-electronic
Resources



Charts
Tables
Maps
none
Visual
none
These materials are unique
Problem solving, research and
in a sense that they provide a
resource-based teaching learning
concrete knowledge about a
process
topic as well as it encourage
teaching.
and
lecture
types
of
higher order thinking skills
of the students to grasp the
knowledge embedded in the
4. ICT Resources

Computers
materials.
These materials
are
more
Computer-based
process,
teaching,
interactive than the others,
learning
group
they are unique because it
reporting, problem solving, and
would the resources are wide
lectures.
ranged especially when using
the internet.
Impression about the LRC: The center is very useful in the teaching – learning process and
provides substantial knowledge and skills to the students.
Name and Signature of Observer: Ruthchelle S. Miana
Name and Signature of the Learning Resource Center In-charge:
My Analysis
Were the learning resources/materials arranged properly according to their functions and
characteristics?
Yes, the learning resources/materials are arranged properly according to their functions
and characteristics. Books are properly arranged in bookshelves along with the non-electronic
resources.
5
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not?
The guidelines and procedures facilitate easy access to the materials by the teachers,
since there are printed notifications and procedures for handling and proper instruction of how
to use the resources.
What are the strengths of this Learning Resource Center?
The strengths of the learning resources are as follows: first is the environment, it is
conducive for learning because of its facilities like the ventilation, room which is free from
noise and destructions and clean as well and the next is the facilities that satisfactorily cater
the needs of the students.
What are its weaknesses?
The weakness of the learning center or the library of FNHS is that it has limited space
which impedes the learning of the students. It distracts the attention of the students. And also,
it is only limited for a section of students, hence, the time is limited for the students to learn
and use the facility.
What suggestions can you make?
I would like to suggest that the teachers should make the most of time or maximize the
allotted time for the students to use the center so that they will learn how to handle and use
the facilities and second, the teachers should incorporate the use of the resources to make the
students’ learning more meaningful. Lastly, I would like to suggest that the school should
provide more computers so that even not all, maybe some will be catered.
My Reflection/Insights
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
6
The material(s) in the learning resource center caught my interest the most are the
computers because we all know that computers nowadays are very useful in gathering
data or in educational purposes though their computers are very old.
2. Which gadgets/materials are you already confident to use/ operate?
Well, I guess I am very confident to use the computer because I can
used it to
gather data or information I needed for my reports or research.
3. Which ones do you feel you need to learn more about?
Even though I am confident enough to use the Computer and the LCD, I cannot deny
the fact that I still need to master it, discover some features, explore and study the total
package and what the computer can do.
Integrating Theory and Practice
Directions: Read the items given and encircle the correct answer.
7
1.
All
are
responsibilities
of
the
Learning
Resource/
Audio-
Visual/Educational Technology Center of a school EXCEPT________.
A. Make available technology equipment for use of teachers and
students
B. Conduct training for teachers on how to use technology tools
C. Work with teachers in producing instructional materials
D. Accomplish the students technology project for them
2.
The Learning Resource/ Audio- visual/ Educational Technology Center
regularly
provides
the
teachers
a
list
of
websites,
apps
and
instructional materials available in the city which are relevant to the
different subjects they teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
3.
The Learning Resource/ Audio- visual/ Educational Technology Center
sponsor a seminar- workshop for teachers and administrators on the
use of the latest presenter applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
My Learning Portfolio
Paste an article about an example of technology gadget/material that you want to learn more
about. How can this gadget/material be useful in instruction/teaching?
Six years ago, the internet was limited both in what it could do and who used it. Many people had
heard the word but did not have the clue what it was. Today, most teachers have not only been exposed
8
to the internet but also have access at home or at school. In fact, a large number of schools are being
retrofitted to place an internet in every classroom. Even more exciting than this is the newest
technology: wireless. A School can purchase a “portable classroom”. This consists of laptops networked
together, allowing their students to work at their desks without wires. If laptops are networked to a
printer, students can print from their personal computer to the classroom printer. Imagine the
possibilities.
How to Integrate Technology
*Research
Research is the number one reason to use the internet in education. Students have a wealth of
information open to them. Often, when they are researching obscure topics, school libraries do not have
the needed books and magazines. The internet helps solve this problem. Here’s an example of a great
research project: Using this site, Lecture Outline Series for the History of China, students can research
directly to this page and then present the information they found.
One concern which I will discuss in Part II of this article is the quality of the information that can be
found online. However, with some advance “footwork” of your own, along with stringent recording
requirements for sources, you can help the student determine whether their information is from a
reliable source. This is also an important lesson for them to learn for research in college and beyond.
The possibilities for assessment of research on the internet are endless, many of them involving
other forms of technology. Some ideas include essays, debates, panel discussions, role play, video
presentation of information, web page creation and power point presentations.
*Online Assessment
A newer area of the internet to explore is online assessment. You can create your own tests online
through your own website. These require knowledge of the internet; so many new users might not be
quite ready for this. This might be a great way to interact with Advanced Placement students over
vacations and the summer. If you are interested in this, see Free Home Pages for Educators for more
information. In the near future, there will be many companies who will offer not only online testing but
also instant grading of exams.
My Learning Rubric (How did I perform in this episode?)
______________________________________________________________________
Field study 3, Episode 1 – The School’s Learning Resource Center
________________
Focused on:
 describing the goals of a learning resource/ multi-media center
 identifying and classify resources that facilitate the teaching-learning processes
 explaining the services of the Center that support learning
Name of Student: Ruthchelle S. Miana
Date Submitted: December 10, 2015
9
Course / Year / Section: BSED Filipino / 4th year
Learning
Exemplary
Superior
Satisfactory
Needs
4
3
2
Improvement
Episodes
1
all Fewer than half of
All episodes were All or nearly all Nearly
Learning
done
Activities
outstanding
with episodes
quality;
were episodes
were episodes
done with high done
work quality.
exceeds
with done;
or
most
acceptable
objectives
were
quality.
met
need
3
expectations.
were
but
improvement.
2
1
4
Analysis of
the Learning
Episode
All
Analysis
questions/episod
questions were questions were were
es
Analysis
were answered
answered
completely.
completely;
depth
not
Analysis questions
answered answered.
completely.
in
Grammar
answers; Clear
thoroughly
and
Vaguely related spelling
connection
grounded
not
to the theories
are
unsatisfactory
on with theories
theories.
Grammar
Exemplary
Grammar
grammar
and spelling
spelling
and spelling
and
are
1
are acceptable.
2
superior.
3
4
Reflection
Reflection
statements
Reflections/
Insights
Reflections
are statements are statements are statements
profound
and clear, but
not shallow;
clear; supported clearly
by
Reflection
supported
experience supported
from
learning
from
episodes
learning
unclear
by shallow
by experiences
the experiences
from
are
and
and
are
not supported by
the experiences
the learning
the
episodes
from
learning
episodes
episodes
3
4
Portfolio
is Portfolio
complete,
Portfolio
and
well-organized;
all most
were not answered
supporting
Grammar
documentation
spelling
supporting;
supporting
s are organized unsatisfactory
documentations
documentation
but are lacking
are
located
sections
designated
in s are available
4
1
clearly and logical and
clearly marked
locations
10
1
is Analysis questions
clear, complete, clear, incomplete;
well-organized
Learning
2
is Portfolio
3
2
and
Submitted before Submitted
the deadline
Submission
of
the deadline
4
Learning
on Submitted
day
3
after
a Submitted
the days or more after
deadline
the deadline
2
Episode
COMMENT/S
two
1
Rating:
Over-all Score
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
191320
17
16
15
14
Score
18
12
1.0 1.25 1.5 1.75 2.00 2.25 2.50
Grade
99
96
93
90
87
84
81
_______________________________
Signature of FS Teacher
above Printed Name
FS 3
11
10
9-8
7-below
2.75
3.00
3.5
5.00
78
75
72
71-below
_________________________
Date
2
BULLETIN
BOARD
LEARNING EPISODE1 13
The School’s Learning Resource Center
FIELD STUDY
DISPLAYS
Learning Episode
My Learning Episode Overview
Episode 2 provides me with an opportunity to give a
more intent look at bulletin board displays and determine
the effectiveness of these displays in delivering in purpose
and message.
11
Intended
Learning
MyIdentify
MOOCs that
align with the NCBTS.
Outcomes
Choose
MOOCs I must
that be
willable
contribute
to one’s
In this Episode,
to:
own professional development.
 Explain how MOOCs can be a tool for lifelong
learning.
My Performance Criteria





I will be rated along, the following:
quality of my observation and documentation
completeness and depth of analysis,
depth and clarity of classroom observation-based reflection
completeness, organization, clarity of portfolio and
time of submission of portfolio
My Learning Essentials
1. Bulletin Boards have four general purposes:

Decorative- They offer visual stimulation and appeal to the aesthetics.

They set the social and psychological atmosphere of the school
Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students’ outputs that
show that each output is recognized and valued.
 Informational – They are used as a strategy to disseminate information.
 Instructional- They invite students to respond and participate through
interactive displays.
2. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility,
correctness and durability.
My Map
Display board, or what we more commonly refer to as bulletin board, is one of
the most readily available and versatile learning resources.
To realize my Intended Learning Outcomes, I will work my way through these
steps:
Look
around
school
bulletin
a
for
board
displays
Pick
one
evaluate
display
and
the
Propose
enhancements to
make the display
more effective
As you look around and examine board displays, use the activity forms provided for you to
document your observations.
An Observation Guide for BOARD DISPLAYS
12
Read the following statements carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do you
see?
2. Where are the display boards found? Are they in places where target viewers can see them?
3. What are the displays about? What images and colours do you see? How are pieces of
4.
5.
6.
7.
information arranged?
What materials were used in making the displays? Are borders used?
Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
Are the messages clear and easily understood?
You may choose to take a photo of the display board (if allowed)
OBSERVATION REPORT
Name of School: Fatima National High School
Observed:
Location of the School: Brgy. Fatima, General Santos City
Date of visit: November 16, 2015
From among the board displays that you saw, pick the one that you got most interested in.
Evaluate it using evaluation from below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display Science Facts and Ideas and The Scientists
Location of the Board Display in School: Pathway of Fatima National High School
Check the column that indicates your ratings. Write comments to back up
your ratings.
4 – Outstanding
3 – Very Satisfactory
2 – Satisfactory
1 – Needs Improvement
Criteria
Effective Communication:
quickly and clearly.
NI
1
It
conveys
the
Balance: Objects are arranged so stability is perceived.
Unity: Repeated shapes or Colours or use of borders holds
display together.
VS
3
/
messages
Attractiveness: Colours and arrangement.
13
S
2
/
/
/
O
4
Comments
It appeals to
everyone and
the ideas are
coherent
It somehow
catches
attention
and
has
unique
arrangement
.
Objects are
not arranged
properly.
It
uses
different
colors
as
indicators of
different
Interactivity: The style and approach entice learners to be
involved.
/
Legibility: Letters and illustrations can be seen for good
distance.
/
/
Correctness: It is free grammar errors, misspelled words,
ambiguity.
Durability: It is well-constructed, items are securely
attached.
/
Ideas.
It is unique
when
it
comes
to
style, but not
much
of
being
interactive
Has
an
appropriate
dimension of
letters
and
neatly done
resulting of
its visibility.
The
grammar is
good and can
be
understood
easily.
It is not well
constructed.
An Evaluation Report of a Bulletin Board
Write your
notes here:
(Option 2)
Bulletin Board Evaluated by: Ruthchelle S. Miana
Location: Fatima National High School
Brief Description of the Bulletin Board: It is located in the pathway,
beside the new building of Grade 9. It has a wide space for posting
notifications and announcements. There are several posters being
displayed.
EVALUATION
Strengths
One
Description of
the Bulletin
Board lay-out
of
strengths
of
Weaknesses
the
the
boards is that it has
a
wide
space
for
posting and located
at the visible place
where
anyone
can
easily
see
and
access the following
posted information.
14
Displays
posted
not well constructed.
are
Evaluation
of educational
content and other
aspects
All contents of
the
posted
information
are
related
the
to
Some displays are
not well organized.
specific or a certain
topic only.
The Bulletin board should be kept clean and
Recommendations or
lively,
Suggestions for
conveys messages directly to viewers, visible,
improvement
organized and updated.
Signature of Evaluator over Printed Name: Ruthchelle S. Miana
My Analysis
_______________________________________________________
Did the board display design reflect the likes/interests of its target audience? Why? Why not?
The board display design reflects the likes/ interest of its target audience,
because it has a colorful design, visible and can easily understood. Displays are greatly
arranged and very organized, conveys messages effectively and concise of what they
intend to say and to whom it addressed.
Was the language used clear and simple for the target audience to understand? Why? Why not?
Yes, it is easily to be understood, viewers grasp the messages easily and
appropriately, appropriately in a sense that viewers will not be doubtful of what is
written or displayed in the bulletin. Furthermore, the displays also incorporate
accessibility and visibility and anchor with unity so that everyone can understand and
see even in the distance location.
What do you think was the purpose of the board display? Was it effective? Why? Why not?
15
Its purpose is to convey information to the concern citizens of the particular
group or in the institution. It will also alert the viewers and inform them for the
following events, activities and programs to be held in the proceeding days. It will also
announce the achievement and the results of the past activities.
What suggestions can you make?
Bulletin board is indispensable. Every school, year level or even in the classroom
should have it. Its purpose is greatly a big help to the viewers as to inform them of
what is happening and what is going to happen. It is also a big help for the viewers to
prepare, manage and ready for the things that is being informed of the posted
information. Lastly, it should be put in a visible and more accessible area.
16
Based on your suggestions, propose an enhanced version of the display board. Use the form below.
My Proposed Board Display
Theme: PANITIKAN ng Pilipinas
Board Title: Mayamang Panitikan!
Rational (Purpose): The purpose of this display is to hand the students the
basic knowledge about the Philippine Literature or Panitikan ng Pilipinas.
This would encourage them to recognize and appreciate how abundant
Philippine has when it comes to literature.
Objectives: The objective of this display is to give the some thoughts or ideas
about the Philippine literature, encourage them to appreciate how abundant
Philippines is when it comes to literature.The students are the beneficiary of
this educational bulletin board display.
Best features of my proposed bulletin enhancement: My bulletin has composed of
different sections. First is for suggestion and comments, second is for
Filipino activities, third is for some literature of the Philippines, next is for
the achievements and results and the last would be the events to be
conducted in the present month.
Content Resources (Name each needed resource and give each a brief description):
Suggestions and Comments, these would help students to voice out of what they
want to do and what they plan to have.
Math Activities, the content of this section is the information about the upcoming
activities such as sabayang pagbigkas, sabayang pag-awit and etc.
Quotes and visual aids, in this section it will show some well-known literature
maybe a poem, short story or an essay. Quotes are those sayings of some writers or
authors that leave an important meaning.
Achievements and Results, in this section will show the results and achievement
done perfectly by the students or the institution.
Events, in this section it will inform or announce the upcoming events to be held and
conducted insidE or outside the institution.
Materials for aesthetic enhancement: Colored materials, artistic borders and
unique designs made of creative indigenous materials.
My Reflections/Insights
1. Name at least 5 skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
17
The skills that a teacher must possess to come up with an effective board
display are the following:
Creativity. Instructional content can be dry and boring in a classroom setting.
Creative teachers should try to present concepts and content in most interesting
way.
Visual Skill. Teachers are somewhat like interior designers, they must be
able to visualize the presentation and impact they want to create then apply those to
the display.
Organizational Skills. This goes with number 2, but it includes comparing
and contrasting, grouping and arranging content in a meaningful way.
Communication.Teachers know what words can be combined with visual
content can often communicate more than words alone. Teacher should be a good
communicator, and,
Good teachers make visual displays as part of the lesson plan.
Displays or decorated bulletin boards are not just to make the room pretty. A good
teacher can use one display to help students build many different skills.
2. Which of the skills you named in #1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
The skills I named that I already have, I guess, being creativity and
visual skill. I practice these skills when making outputs when I was still in
high school.
3. Which skills do you still need to develop? What concrete steps will you take on how you can
improve on or acquire these skills.
The skill that I still need to develop is the 5th one.
18
Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.
1. Examine the bulletin board display. This bulletin board fulfils
which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
2. Examine the bulletin board display. This bulletin board fulfils
which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
3. Examine the bulletin board display. This bulletin board fulfils
which primary purpose?
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational
19
My Learning Portfolio
Based on your suggestions, make your own board display lay-out. You may present your output through
any of these:

A hand-made drawing or layout

An electronic (computer) drawing/illustration or layout

A collage
My Board Display Lay-out
20
My Learning Rubric (How did I perform in this episode?)
Field Study 3,
Episode 2 – Bulletin Board Displays
Focused on:


evaluating bulletin board displays using a set of criteria for quality
applying principles in designing an effective bulletin board display
Name of FS Student Ruthchelle S. Miana Date submitted December 10, 2015
Year & Section 4th Year Course BSED Filipino
Needs
Learning Episodes
Exemplary
Superior
Satisfactory
Improvem
4
3
2
ent
1
Fewer than
All
episodes
done
were
All or nearly all
Nearly
with
episodes
were
episodes
were
half
done
high
done
with
episodes
outstanding
quality;
work
with
quality
exceeds
Learning Activities
expectations
all
of
acceptable
were done;
quality.
or
most
objectives
3
4
2
were
met
but
need
improveme
nt.
Analysis questions
Analysis
questions/episodes
were
questions
were
completely.
not
Clear connections
completely.
answered.
with
Vaguely related to
Grammar
Theories.Gramma
the theories.
and
r and spelling are
Grammar
theories.
superior.
spelling
Exemplary
3
acceptable.
unsatisfact
2
ory.
Reflection
1
Reflection
answered
completely;
depth
Analysis
of
the
Learning Episode
1
Analysis
All
in
answers;
thoroughly
grounded
on
grammar
answered
and
were
answered
and
are
questions
were
not
spelling
are
spelling
4
Reflections/Insight
Reflection
Reflection
statements
are
statements
are
statements
profound and clear;
clear,
but
not
shallow;
supported
clearly
supported
by
experiences
the
from
learning
by
experiences
by
experiences
the
episodes.
episodes.
episodes.
4
3
statements
are
supported
from the learning
are
from
learning
unclear
and
shallow
and
are
not
2
supported
by
experience
21
s from the
learning
episodes.
Portfolio
is
complete,
clear,
is
complete,
clear,
well organized and
well
organized;
all
most
supporting
supporting;
documentations
are
Learning Portfolio
Portfolio
located
sections
documentations
in
are available and
clearly
logical and clearly
Portfolio
is
1
Analysis
incomplete;
questions
documentations
were
are organized but
answered.
are lacking.
Grammar
not
and
spelling
2
designated
marked locations.
are
4
3
unsatisfact
ory.
Submitted
before
the deadline
Submission
Submitted on the
Submitted a day
1
Submitted
deadline
after the deadline.
two
days
or
more
of
4
Learning Episode
3
2
after
the
deadline.
1
Rating:
(Based on
COMMENT/S
Transmuta
Over-all Score
tion)
TRANSMUTATION OF SCORE TO GRADE/RATING
7-
Score
20
19-18
17
16
15
14
13-12
11
10
9-8
belo
w
Grade
1.0
1.25
1.5
1.7
5
2.00
2.25
2.50
2.75
3.0
0
3.5
5.00
71-
99
96
93
90
87
84
81
78
75
72
Belo
w
_______________________________
Signature of FS Teacher
above Printed Name
FS 3
FIELD STUDY
Date
3
Learning Episode
22
__________
SLIDESHOW
(Slide Presentations)
My Learning Episode Overview
Episode 3 provides an opportunity for me to develop a teaching-learning resource for
a particular unit of study or lesson.
My Intended Learning Outcomes
In this Episode, I will be able to apply the principles in creating effective audiovisual presentations.
My Performance Criteria
I will be rated among the following:





quality of my observations and documentation,
completeness and depth of analysis,
depth and clarity of classroom observation-based reflection,
completeness, organization, clarity of portfolio and
time of submission of portfolio.
My Learning Essentials
Presentation softwares are useful in organizing your lesson with a series of text and
graphics, often with audio and video to capture the interest of your learners. The
most popular one is Powerpoint but you can also explore so many other softwares or
apps like, Prezi, Powtoon, Keynote, Prezentit and Sliderocket.
When creating audio-visual presentations, remember the following:
1. Plan your presentation by drafting an outline. Ensure that information is organized in proper
headings and sub-headings based on how pieces of information relate with each other.
2. 2. Abide by the Rule of Six. Each slide should have a maximum of six lines and each line with six
words.
3. 3. Ensure that your font size is large enough to be seen by the learners at the back. Font size for
titles should not be less than 36-40 and 32 for the rest.
4. 4. Include more of keywords or phrases and less of whole sentence.
5. 5. Animation should have a clear purpose. It should only be used if it will help highlight
important points, strongly communicate an idea, and not at all distract the learners.
6. 6. Pictures speak a thousand words. Add pictures and even video clips to enrich your
presentation.
7. 7. Follow the 3 C’s for information. All information included should be correct, current and
complete.
8. 8. Proper citation should also be observed. Include a list of references at the end of the
presentation.
23
My Map
An effective teacher makes it her/his business to create slide presentations that really enhance
instruction.
To realize my Intended Learning Outcomes, I will work my way through these steps:
My Tools
As you prepare your slide presentations, use the activity form below.
Subject Matter/Topic: Learning with the Computer
Objectives: -define cooperative learning
-know the 5 elements of cooperative learning
Title of my Presentation: Cooperative Learning with the Computer
24
Enhancement (Check appropriate box):
Graphics
(/)
Animation
( )
Sound effects
( )
Music
( )
Hyperlink
Voice Narration ( )
Stylish fonts
( )
Embedded video ( )
Others,
( /)
please specify
_________________
Description of Appropriate Use:
The use of this presentation is for lectures especially I Algebra: Algebraic
Expressions. Also this is useful when developing the students Conceptual
Understanding.
Presentation Storyboard:
Slide 1
Slide 2
Surf the net. Just key in
the words like
Definition
of Use of cooperative
 Slide
Cooperative
learning

Presentations
Learning
 PowerPoint
Presentations
Slide 5
Slide 6
 Clip arts
 Fonts
 PowerPoint tutorial
Defining what is
Advantages
of
andcooperative
enjoy choosing cooperative
learning
with the
learning with the
slide
backgrounds,
images,
fonts to computer
computer
download.
Just be sure, you
follow the principles
you learned in your
Educational
Technology class.
My
Slide 3
Slide 4
Knowing computer
Use
of
computer
when it comes to
learning
Slide 7
Slide 8
Enumerating the 5
Discussing the 1st
elements on how to
element
be
truly
called
cooperating
learning
Analysis
After working on your slide presentation, answer the following questions:
What are the good features of a slide presentation?
A good slide should have include transitions or effects to put
emphasis on some points of the lesson, but not too many. It must
have also one design or theme for whole slides to avoid confusion
or any misconception. The slides must not too long, nor too short
to avoid cluttering in the slides. A pictures speaks thousands
words, hence photos must be included in the slides if necessary to
let students know what I am talking about. The contents of the
slides are important points of the lesson and must not include the
whole words that I have to say for the whole discussion.
Which of these features are present in the slide presentation you made?
25
The features that are present in my slide presentation that I have
made are the transitions, effects, only one theme or design for the
whole slide. My slide presentation was not too long or too short
and I give emphasis on the contents because they are the
important points of my lesson.
Which features are not present in the slide presentation you made?
All those good features of slide presentations that I had cited are
present in my slide presentation. I did not include or mention the
sound effects and music, for me, it is not necessary to use it all
the time because it brings distraction to my discussion. There are
times that music and effects are highly needed especially in
presenting a video presentation.
My Learning Rubric
(How did I perform in this episode?)
Field Study 3 Slideshow (Slide Presentations)
Focused on: Applying the principles in creating effective audio-visual
presentations.
Name of FS student Ruthchelle S. Miana Date Submitted:December 10, 2015
ear & Section 4th Year Course: BSED Filipino
Learning Episodes
Exemplary
Superior
Satisfactory
Needs
4
3
2
Improvement
1
All
Learning
Activities
episodes
All or nearly all
Nearly
were done with
episodes
episodes
were
episodes
outstanding
done with high
done
with
done;
quality;
quality
acceptable
objectives were met
quality
but
work
exceeds
were
all
expectations
4
Fewer than half of
were
or
need
improvement
3
2
1
26
most
All
Analysis
Analysis
Analysis questions
questions/episo
questions were
questions were
were not answered
des
answered
not
completely
completely
were
answered
completely;
Analysis of the
Learning Episode
in
Vaguely related
thoroughly
connections
to the theories
grounded
on
Grammar
Grammar
and
spelling
are
unsatisfactory
with theories
theories.
grammar
and
spelling
Clear
Exemplary
spelling
and
are
spelling
and
are
acceptable
superior.
4
Insights
Grammar
depth answers;
the
Reflections/
answered
3
2
1
Reflection
Reflection
Reflection
Reflection
statements are
statements are
statements are
statements
profound
clearly
shallow;
unclear
and
clear;
supported
supported
by
experiences
from
experiences
from
the
learning
by
supported
by
experiences
the
from
are
and
shallow
and
are
not supported by
the
experiences
learning
learning
the
episodes
episodes
episodes
3
2
from
learning
episodes
4
Portfolio
Learning Portfolio
is
Portfolio
is
is
Analysis questions
complete, clear,
complete, clear,
incomplete;
well-organized
well-organized;
supporting
and
most
documentations
Grammar
supporting;
supporting
are
spelling
documentation
documentations
but are lacking
S are all located
are
in
and logical and
all
sections
organized
were not answered
unsatisfactory
available
clearly
clearly
marked
designated
locations
4
3
27
Portfolio
1
2
1
and
Submitted
Submissions
of
Learning Episodes
before
Submitted
the
on
the deadline
Submitted after
Submitted
the deadline
days or more after
deadline
two
the deadline
4
3
1
2
Rating:
Over-all Score
(Based on
transmutation)
COMMENT/S
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
19-
17
16
15
14
18
Grade
13-
11
10
8-8
7-below
12
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-Bellow
Signature of FS Teacher
above Printed Name
FS 3
Date
4
MyLearning Episode Overview
FIELD
STUDYfor me to examine my own knowledge about how use technology
Episode 4 provides
an opportunity
My Intended Learning Outcomes
(Teaching Aids Bank)
In this Episode, I must be able to use myteachnology pedagogical content knowledge inchoosing app
My Performance Criteria
I willbe rated along the following:
quality of my observations and doucmentation,
completeness and depth of analysis,
depth and clarity of classroom observation‐based reflection,
completeness, organization, clarity of portfolio and
time of submission of portfolio.
My Learning Essentials
The TPACK Framework
The TPACK Framework is a framework that shows the types of knowledge involved in the teache
Learning Episode
28
Tools of the Trade
1. Technological knowledge. This refers not only on whether you are computer literate but
also knowing what technology is best to use and how they should be utilized in teaching.
Technology here can be as simple as the chalk and the blackboard or as complicated as
augmented reality. As technology is ever‐changing, your technological knowledge is also
something that must be ever‐developing.
2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It
includes your knowledge of the learners, and in formulating objectives, designing
activities and assessing your learners.
3.
Content Knowledge. This refers to how well you know the subject area
or
topic that you will teach. It includes how wide and how deep you know
about what you will teach.
You can see from the diagram that the two circles overlap with each
other, while all three of them overlap as well. Each two‐circle overlap indicates the
interaction or interfacing of technological and content knowledge (TCK), content and
pedagogical knowledge (CPK), and pedagogical and technological knowledge.
The middle most part of the diagram shows the interaction or interfacing of the
three, which is the technological pedagogical content knowledge (TPACK). This is what is
very important for you to be able to use technology effectively in teaching. You need to be
aware of your strengths and weakness in the three and reflect how you can grow in each
one and use them together as best as you can.
Have this framework in mind as you analyze and reflect in this episode about your
own knowledge in using technology in teaching.
Technological Pedagogical Content Knowledge (TPACK)
Technological Pedagogical Knowledge (TPK)
Technological Content Knowledge (TCK)
Technological
Knowledge (TK)
Pedagogical KnowledgeContent
(PK) Knowledge (CK)
Reproduced
Pedagogical Content Knowledge
(PCK) withpermission of the publisher, c. 2012 by tpack.org
29
My Map
To realize my Intended Learning Outcomes, I will work my way through
these steps.
Step 1. Decide on a specific content area and the level of learners technology.
Step 2. Find out the learning resources relevant to topic that are available.
Step 3. Develop a pile of teaching aids (flahcards, pictures, cut‐outs transparencies).
Step 4. Organize them in a box.
30
My Tools
I should remember:
The Bank of varied Teaching Aids that I will create must contain well‐organized Teaching Aid m
An Observation/Survey
Grade/year
level, subject areaGuide
and subject matter for which the teaching aid is used.
Subject Area/ Topic:
Cooperative
Learning
withaid.
the Computer__
Procedures
in using
the teaching
Grade/Year Level:
Teaching
4th
Approach
theresources
teaching aid
could
beyour
usedtopic
best.
1. year
Are
there where
learning
useful
for
Big Ideas about the topic:
in the resource center you visited?
Cooperative or collaborative
learning
is learning
by small
groups of students who work to
2. Are the available
materials
appropriate
for your
target grade/year level?
Therefore not every group work is cooperative learning since students working on their work she
List down
those that can
be useful
your topic.that cooperative learning in
From several studies3.made
on cooperative
learning,
it isfor
manifested
4. Whatwhile
other motivating
materials can
you make? (like flash
Encourages active learning
students
cards, posters, cut‐outs, transparencies, etc.)?
Increases academic performance
Promotes literacy and language skills
Improves teacher effectiveness
OBSERVATION NOTES
In addition, there are studies which show that cooperative learning enhances personal and social
Name of the School Fatima Nationl High School
Objectives:
Location of the School Brgy. Fatima, General Santos
Define cooperative learning
Define computer
City
Know the 5 elements of cooperative learning
Date of Visited _ November 18, 2015
My Analysis
What skills did you have which helped you prepare the materials? What skills did you lack that made it difficul
The skill that helped me prepare the materials maybe , is the knowledge I have in making
How well do you know the topic you have chosen? (Content Knowledge) Discuss the big ideas of this topic tha
I could say that I know the topic I have chosen very well because I completely gave highl
31
My Reflections/Insights
1. Reflect on the technological knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK)
worked together in fulfilling the tasks in this episode
It is important for the teacher to have these technological, pedagogical and
content knowledge because having these knowledge together leads to an effective
teaching for the teacher and learning for the students. It is not only enough for the
teacher to know what is computer and its uses but it is really important for her/him to
know how to utilize computer in teaching and with that, the teacher should also
masters the content of her/his subject matter so that he/she knows what strategy or
strategies he/she’ll be using.
2. What are some of the things you can do to enhance an enrich your technological, pedagogical content
knowledge (TPACK) to be able to facilitate an active, interesting, learning and fun‐filled learning
environment in the future?
To be able to enhance your TPACK or technological, pedagogical, content
knowledge first, the teacher should be motivated enough to do these all. He/she must be
willing to do this because if the teacher is willing and give his or her full heart then the
process will be so easy. The teacher should master first his or her subject matter or the
content of what he/she’ll be teaching and must know some strategies in teaching
because using strategies makes your teaching more effective. Nowadays, using
computer makes learning more interesting and fun but before using ICT in teachinglearning process, it is not only enough for the teacher to know what computer is and its
uses but it is necessary for her or him to know how to utilize computer in teachinglearning process.
32
33
Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.
1. Miss Anyayahan is planning technology integration in her science
lessson on states of matter. She is applying her pedagogical
knowledge when she __________.
a. Looks into the characteristics and interests of the learners in order
to choose activities that would match them
b. Studies how to attach a video to her audio-visual presentation
c. Researches further on plasma as another state of matter
d. Learns how to scan pictures to include in her presentation
2. Mr. Taqueban is planning technology integration in his social studies
lesson on the EDSA Revolution. He is applying his content knowledge
when he ________.
a. Considers the learners’ multiple inteligence before preparing his
technology integration lesson plan
b. Includes information from EDSA revolution video documentaries
c. Uses Prezi as an option to using powerpoint in his presentation
d. Sets up a wikispaces account for his students to blog about the
EDSA Revolution lesson
3. Mrs. Gorres isimplementing a technology‐activity for4th graders to
work on multiplication of two digit numbers. Which of the following
illustrates the interaction of the teacher’s technological,
pedagogical,and content knowledge?
a. The teacher checks the math standards for 4th graders and based on
these standards,lets her students answer multification exercises on
the blackboard.
b. The teacher makes the children watch a videothat she downloaded
from You tube and asks the children to summarize it.
c. The teacher evaluates math apps on multiplication, matches them
with her students skill level, demonstrates how the apps are used,
and allow her students to explore and work on the apps.
d. The teacher makes the children play whatever math apps they find in
the internet and let them share in class about their experience.
34
My Learning Portfolio
Learning Resources on a Specific Content Area
Use this graphic organizer to present the learning resources relevant to
the topic chosen. On the line inside the box, indicate if the resource is
already AVAILABLE, MAY BE PURCHASED, OR WILL BE MADE 9by you, of
course!)
TOPIC: COOPERATIVE LEARNING WITH THE COMPUTER
Grade/year level 4TH YEAR
COMPUT
ER
BOOKS
(available)
COOPERATIVE LEARNING WITH THE COMPUTER
Specific Content Area
PROJECTO
R
( not
available/mayb
35
HANDOUTS
(will made and
purchased)
My Learning Rubric (How did I perform in this episode?)
Field Study 3, Episode 4 – Tools of the Trade (Teaching Aids Bank)
Focused on:

Identifying MOOCs that align with the NCBTS

Choosing MOOCs that will contribute to one’s own professional development

Explaining how MOOCs can be a tool for lifelong learning
Name of FS Student Ruthchelle S. Miana Date Submitted December 10, 2015
Year & Section4th year
CourseBSED Filipino
arning Episodes
arning Activities
Exemplary
Superior
Satisfactory
Needs Improvement
4
All episodes were done with
3
All or nearly all episodes
2
Nearly all episodes
1
Fewer
outstanding
were done with high quality.
were done with high
episodes were done; or
quality.
most
quality;
work
exceeds expectations
than
objectives
met
2
4
All questions/episodes were
Analysis
answered completely; in depth
answered completely.
answers;
Learning Episodes
grounded
on
Exemplary
grammar
but
of
were
need
improvement
3
Analysis of the
half
questions
were
Analysis
were
thoroughly
1
questions
Analysis questions were
not answered
not answered.
completely.
theories.
Clear
and
connection
with
theories.
Grammar and spelling
Vaguely
spelling.
related
to
are unsatisfactory.
the theories.
Grammar and spelling are
superior.
Grammar
and
spelling
are
acceptable.
4
Reflection
flection/Insights
3
statements
are
Reflection
profound and clear; supported
clear,
by
supported
experiences
from
the
learning episodes.
2
statements
but
not
by
are
clearly
experiences
from the learning episodes.
1
Reflection statement are
Reflection
statements
shallow;
are
unclear
and
shallow
supported
and are not supported
by experiences from
by experiences from the
the
learning episodes
learning
episodes
1
4
3
Portfolio is complete, clear,
Portfolio is complete, clear,
Portfolio
well-organized
well-organized;
most
incomplete;
documentations
supporting
2
arning Portfolio
supporting;
and
all
documentations
supporting
is
Analysis questions were
not answered.
are located in sections clearly
are available and logical and
documentations
are
Grammar and spelling
designated.
clearly marked locations
organized
but
are
unsatisfactory.
a
day
1
Submitted two days or
4
lacking.
3
2
Submitted before the deadline
Submitted on the deadline
Submitted
after the deadline
Submission of
more after the deadline
4
Learning Episode
1
3
2
Rating:
OMMENT/S
Over-all Score
(Based on
transmutation)
RANSMUTATION OF SCORE TO GRADE/RATING
ore
20
19-18
17
16
15
14
13-12
11
10
9-8
7-below
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3.0
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-Below
ade
___________________________________________________
Signature of FS Teacher above Printed Name
36
___________________________
Date
My Learning Episode Overview
Episode 5 provides an opportunity for me to observe how a
teacher utilizes technology for instruction.
5
My Intended Learning Outcomes
FS 3
In this Episode, I must be able to:

Technology Integration
Describe ways in which technology is integrated in the
in the Classroom
classroom.
Analyze the level of technology integration used by the
teacher.
FIELD
 STUDY
My Performance Criteria
Learning
Episode
I will be rated along the following:





Quality of my observations and documentation,
Completeness and depth analysis,
Depth and clarity of classroom observation-based
reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio.
My Learning Essentials
The Technology Integration Matrix provides a
comprehensive
framework
for
you
to
define
and
evaluate
technology integration. It will provide you direction and guide you
on the process of achieving effective teaching with technology. The
teacher’s integration of technology in instruction can be described
as progressing in 5 levels: entry, adoption, adaptation, infusion
and finally transformation. To make you understand how
37
integration is done in each of the levels and environment, explore
the TIM website and learn from the many interesting videos
showing technology integration. Go to
:
You will use this matrix to analyze and reflect in this episode.
Characteristics of the Learning Environment
Technology
Integration
Matrix
Active:
Students
are
actively
engaged in using
technology as a tool
rather
than
passively receiving
information
from
the technology.
Levels of Technology Integration into the Curriculum
Entry: The teacher
uses technology to
deliver curriculum
content
to
students.
Students
use
technology for drill
and practice and
computer
based
training.
Adoption:
The
teacher
directs
students in the
conventional use of
tool-based
software. If such
software
is
available, this level
is
the
recommended
Students begin to
Adaptation:
The
teacher
encourages
adaptation of toolbased software by
allowing students to
select a tool and
modify its use to
accomplish the task
at hand.
utilize
opportunities
technology
Students
to create products,
select
for example using a
technology
word processor to
accomplish
create a report.
have
and
to
modify
tools
to
Infusion:
The
teacher creates a
learning
environment that
infuses
the
power
of
technology tools
throughout the
day and across
subject
areas. the
Throughout
Transformation: The
teacher creates a rich
learning environment
in which students
regularly engage in
activities that would
have been impossible
to achieve without
technology.
school
to
students
Constructive:
Students
use
technology tools to
build
understanding
rather than simply
receive
information.
Students primarily
work alone when
using technology.
Students
have
opportunities
to
are
select
topics
beyond
purposes, or example
appropriate
limitations of even the
using colored cells on
technology tools
best school library.
a spreadsheet to plan
and
a garden.
apply
have
opportunities
select
actively
them
to
tasks
at
hand.
Throughout
the
Students
receive
directions,
guidance,
and
feedback
from
technology tools to
set
goals,
plan
activities, monitor
progress, or self
evaluate
enables
students
subject
areas,
collaborate with peers
to
students
utilize
and
as
technology
in
facilitate collaborative
technology tools
irrespective
of
work.
to
zone
physical
tools
to
Students begin to
Students
utilize constructive
opportunities
tools
select
such
as
have
and
to
modify
facilitate
to
or
time
distances.
utilize
technology
to
Students
use
technology
to
make
construct, share, and
technology
connections and
publish knowledge to
to build upon prior
facilitate collaborative
construct
a worldwide audience.
knowledge
work.
understanding
and
tools
learning.
Students
experts
graphic organizers
construct meaning.
Goal
Directed:
Students
use
technology tools to
set
goals,
plan
activities, monitor
progress,
and
evaluate
results
rather than simply
completing
assignments
without reflection
Technology
day and across
collaborative
Students
use
technology
to
complete assigned
activities that are
generally unrelated
to
real-world
problems.
the
tools,
such
modify
pursue
and
conventional ways.
Authentic:
Students
use
technology tools to
solve real world
problems
meaningful to them
rather
than
working
on
artificial
assignments.
actively
utilize collaborative
email,
Technology is used
to
deliver
information
to
students.
online resources,
students
and
Students
to
Given ongoing access
select
specific
empowered
the
Collaborative:
Students
use
technology tools to
collaborate
with
others rather than
working
individually at all
times.
day,
Students
have
opportunities
to
across
Students
have
opportunities
to
disciplines
and
throughout
the
day.
Students
select
By
means
appropriate
technology
apply
technology
select and modify the
technology tools
students
tools
to
technology
to
in
some
tools
to
complete
participate
outside-of-school
content-specific
solve problems based
authentic
activities that are
on real-world issues.
across
solving activities that
disciplines.
have meaning for the
based on real world
tasks
of
tools,
projects and problem-
problems.
students
From time to time,
Students
community.
Students engage
students have the
opportunities
opportunity to use
technology to plan,
monitor,
or
evaluate
an
activity.
have
Students
use
the
in
technology to set
ongoing metacognitive
select and modify the
goals,
activities at a level
use
activities,
that
tools to facilitate goal-
monitor
unattainable without
setting,
progress,
of
technology
monitoring,
evaluating
activities.
to
and
planning,
and
specific
evaluate
plan
and
results
throughout
the
would
support
be
of
technology tools.
the
curriculum.
Reproduced with permission of the Florida Center for Instructional Technology College of Education,
University of South Florida, fcit.usf.edu
38
My Map
______________________________
To realize my Intended Learning Outcomes, I will work my way
Through these steps:
Step 1.Observe a class for three meetings. Videotape, if allowed.
Step 2. Describe how technology was integrated in the lessons
and how the students were involved.
Step 3. Use the technology Integration Matrix to analyze the
technology integration done by the teacher.
Step 4. Reflect on what you learned.
39
My Tools
As you observe the class, use the activity forms provided for you to document your observation.
Class Observation
Read the following statements carefully before you observe.
1. What is the lesson all about?
2. What visual aids/material/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners response to the teacher’s use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their responses
show alternativeness, eagerness and understanding?
5. Focus on their non-verbal responses. Are they learning forward showing their
interest in the lesson and in the materials? Are they looking towards the direction of
the teacher and materials? Do their actions show attentiveness, eagerness, and
understanding?
OBSERVATION REPORT
Date of Observation NovembeR 18, 2015
School Fatima National High School
Subject Filipino _
Topic Epiko
Grade/Year Level Grade 9
Grade or Year level of class observed:
40
Grade 9
Date of observation:
Subject Matter:
November 18, 2015
Epiko
Brief description of teaching approach used by the teacher:
The teaching approach used by the teacher is silent way approach.
The teacher is only silent during the learning process of the students but
it doesn’t mean that she is silent all the time, until the end of the subject
or time. She lets her students learn on their own. She only gives
instructions in what her students will do .
Teaching Aids used
(enumerate in
Strength
Weaknesses
bullet form)
Appropriatness of the
Teaching Aid used
- one
of
the - This approach of - Time consuming
teaching
aids
teaching helps
and some
used by the
the students
students would
teachers is “
to interact
just depend on
cooperative
with their
the answer of
learning”
classmates;
their
they share
classmates.

ideas; listen to
the answer of
their
classmates,
brainstorm
and
consensually
agree to a
certain answer
of the
problem.
MY ANALYSIS
In this approach
of teaching, the
topic will surely
be understood by
the students,
thus, cooperative
learning is and
effective way in
teaching
mathematics, to
easily grasp by the
students and
easily solves
problems.
UTILIZATION OF TEACHING AIDS FORM
My Analysis
Analysis can facilitate the
evaluative
process
by
focusing teacher’s attention
on
the
effectiveness,
efficiency, and/or appeal of
instructional materials and
41
events.
Use the technology Integration Matrix to analyze the
class
you
observed. In what level of technology integration do you think the
teacher operated? Why?
The
teacher’s
level
of
technology
integration
according to the matrix is ---Collaborative: Students
use technology tools to collaborate with others rather
than working individually at all times.
Over-all, were the learning resources used effectively? Why ?Why not? GiveOn
your
suggestions.
Reflection
The Materials were effectively used by the teachers, since it is the most accessible
and most common in the teaching and learning process. It will
also help
the teacher to
Effective
teachers
who are
save time instead of writing everything and tackle the whole topic
in a required time.
competent in
self-reflection are
able to adjust
their plans to
match the
changing
interests and
needs of their
learners. As an
important part of
your own
development as a
pre-service
teacher,
reflection will
help you, both in
yourselfevaluation and in
your selfimprovement.
My Reflections/Insights
Go ahead… Make
Reflection
1. Put yourself in the place of the teacher. What would you do similarly
And what would you do differently if you would teach the same lesson
To the same group of students? Why?
42
habit!
a
If I put myself in the place of the teacher and teach the same
lesson to the same group, maybe I will do the same because using
powerpoint presentation in presenting my lecture which is “Cooperative
Learning with the Computer” is such an effective way but maybe I’ll just
add something onto it, I’ll group them and give activities which is
inclined to the topic. I’ll give an activity using the computer I guess.
1. A Science teacher uses a powerpoint presentation to show the
classification in kingdom Animalia. The teacher then
teaches
themhow touse a software in making graphic organizeres. Students
thenuse this to create their own graphic organizers to classify
animals. This shows technology integration which is ____________.
a.
b.
c.
d.
entry‐constructive
adoption‐constructive
infusion‐constructive
transformation‐constructive
2. Teacher A demonstrates how to work with a math app that provides
practice
in
adding
mixed
fractions.
The
students
then
work
independently with the app to provide in adding mixed fraction. This
shows technology integration which is __________.
a. entry‐active
Integrating Theory and Practice
b. adoption‐active
c. infusion‐active
Directions:
Read the items given below and encircle the correct answer.
d. transformation‐active
3. A Grade 7 Social Studies teacher gave a project where her class in
Manila willwork together with other Grade 7 classes in their school
campuses inVisayas and Mindanao. They will create posters and a
video clip to communicate a message about peace. This project
involves technology integration which is _______.
43
a. entry‐active
b. adoption‐constructive
My Learning Portfolio
Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotations about what you observed.
44
My Learning Rubric (How did I perform in this episode?)
Field Study
Focused on:



3, Episode 5 – Technology Integration in the Classroom
Identifying MOOCs that align with the NCBTS
Choosing MOOCs that will contribute to one’s own professional development
Explaining how MOOCs can be a tool for lifelong learning
Name of FS Student Ruthchelle S. Miana
Date Submitted December 10, 2015
Year & Section4th year
Course BSED Filipino
arning Episodes
arning Activities
Exemplary
Superior
Satisfactory
Needs Improvement
4
All episodes were done with
3
All or nearly all episodes
2
Nearly all episodes
1
Fewer
outstanding
were done with high quality.
were done with high
episodes were done;
quality.
or
quality;
work
exceeds expectations
than
most
half
of
objectives
were met but need
improvement
3
2
4
All questions/episodes were
Analysis
answered completely; in depth
answered completely.
Analysis of the
answers;
Learning Episodes
grounded
on
Exemplary
grammar
questions
were
thoroughly
1
Analysis
questions
Analysis
were
answered
were not answered.
not
questions
completely.
theories.
Clear
and
connection
with
theories.
Grammar and spelling
Vaguely
spelling.
related
to
are unsatisfactory.
the theories.
Grammar and spelling are
superior.
Grammar
and
spelling
are
acceptable.
4
Reflection
flection/Insights
3
statements
are
Reflection
profound and clear; supported
clear,
by
supported
experiences
from
the
learning episodes.
2
statements
but
not
by
are
clearly
experiences
from the learning episodes.
1
Reflection
Reflection
statements
shallow;
are
are
supported
statement
unclear
and
shallow and are not
by experiences from
supported
by
the learning episodes
experiences from the
learning episodes
arning Portfolio
4
Portfolio is complete, clear,
3
Portfolio is complete, clear,
Portfolio
well-organized
well-organized;
most
incomplete;
documentations
supporting
supporting;
and
all
documentations
supporting
1
2
is
Analysis
questions
were not answered.
are located in sections clearly
are available and logical and
documentations
are
Grammar and spelling
designated.
clearly marked locations
organized
but
are
unsatisfactory.
a
day
1
Submitted two days or
4
lacking.
3
2
Submitted before the deadline
Submitted on the deadline
Submitted
after the deadline
Submission of
more
after
the
deadline
4
Learning Episode
3
2
Rating:
OMMENT/S
Over-all Score
1
(Based on
transmutation)
RANSMUTATION OF SCORE TO GRADE/RATING
ore
20
19-18
17
16
15
14
13-12
11
10
9-8
7-below
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3.0
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-Below
ade
___________________________________________________
Signature of FS Teacher above Printed Name
45
___________________________
Date
My Learning Episode Overview
6
Episode 6 provides opportunities for me to
explore the electronic resources for instructional use.
FS 3
My Intended Learning Outcomes
In this Episode, I must be able to evaluate electronic
FIELD STUDY
resources for appropriate instructional use.
My Performance Criteria
Learning Episode
I will be rated along the following:

Quality of my observations and documentation,

Completeness and depth of analysis,

Depth and clarity of classroom observation-based
reflection,

Completeness, organization, clarity of portfolio and

Time of submission of portfolio.
My Learning Essentials
The World Wide Web is like an endless network of
information, ever expanding and almost limitless. Electronic
resources come in different forms like websites, web quests,
blogs, social network sites, on-line courses, a wide range of
tools, and so many forms of apps.
46
As a future teacher, one of the skills that will be most
useful for you is the ability not only to search for information
MY E-WORLD
The best resources that will help you attain your teaching learning objectives.
Below is a set of criteria which you can use to evaluate resources:

Accuracy. The resource comes from a reliable source and is accurate, free from error and is up-

to-date.
Appropriateness. The resource of grade/level-appropriate. The content matches what is needed



by the teacher.
Clarity. The resource clearly addresses the instructionalgoals is mind
Completeness. The content is complete. It has all theinformation needed to be able to use them.
Motivation. The resource is engaging and rewardingto learners. It will encourage active

participation of the learners.
Organization. The resource is logically sequenced.It clearly indicate what steps should be taken.
Theprocedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin,Vicki, & Branch, Robert Maribe(2003). A
Gateway toEducational Materials: An Evaluation of an Online Resourcefor Teacher and an
Exploration Of User Behaviors.Journal ofTechnology and Teacher Education. 11(1),21-51).
47
My Map
5. Reflect on your FS experience
For this process, explore the world through these steps:
4. Evaluate the Material or Program
3. List and describe at least 5 sites/ intera
48
MY TOOLS
Please use the Class Observation Guide provided for you.
Class Observation Guide
Read the following Statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
The lesson is about pang-uri or adjective. The teacher’s
objectives is to know what is pang-uri or adjective and to be able to
use these words into sentence.
2. Note the important concept that the teacher is emphasizing.
The important concept that the teacher is emphasizing:
-Make her students participate in class without any hesitation.
-Make her students interact with his/her classmates.
-Make her students enjoy the entire discussion.
-And lastly, which is the most important, make sure that the students
learn from the discussion.
3. Note the skills that the teacher is developing in the learners.
-Speaking skills (Articulation)
-Critical Thinking Skills
49
MY ANALYSIS
Using the information you got from observing the class, surf the internet for electronic
sources that will be useful in teaching the same lesson. Evaluate the resources you found.
ll out the form below.
Electronic Resources Evaluation Form
Grade/yea
r
level
Subject
Grade 9
Pang-uri
matter/
Topic
(based on
the
class
you
observe
objectives
To know what is pang-uri.
To be able to use pang-uri in a sentence.
Name and Describe the
Descri
type
be how
of electronic
Put a check if the resource satisfies the criterion.
electronic
resources
you
resources
(include
can
author/publi
use
sher/source).
if
it
you
were to
teach
in the
class
you
observ
ed.
Lapel
Microphon
e
50
Accurat
Appropria
e
te
/
Clear
/
Complet
Motivatin
Organiz
e
g
ed
MY REFLECTION/ INSIGHTS
1 .Describe your experience in surfing the internet for appropriate electronic resources for the
class? Did you find it difficult or easy?
Yes, because I learned that there’s an appropriate electronic resources you can
use for the class for a specific topic and teaching approach. You just can’t use an
electronic resource in presenting a lesson for granted.
2. How did you choose which electronic resources to include here? What did you consider?
Explain.
I chose Microphone lapel as the electronic resource in presenting the lesson since
the classroom is too wide and the environment is too
loud. It is important that the
students can hear what you are teaching especially for those students who are sitting
at the back of the classroom. To be able not to hear what you are teaching will make
the students feel they are not part or belong to the group or even in the discussion.
3. Reflect on your technology skills. What skills do you already have and what skills would you
continue to work onto be better at utilizing electronic resources?
As what I had study in my other subject, I had learn a lot from the technological
materials. In operating the projector, using the office or word processor and making
presentation like powerpoint. But there are also a lot of things that I would like to
learn more about editing video and audio and pictures for an extra knowledge.
INTEGRATING THEORY AND PRACTICE
51
Directions; Read the items given below and encircle the correct word
1. Mrs. Inton is evaluating a website for her literature class. She is making sure that factual
pieces of information found on the site are well documented and pictures and diagrams are
properly labeled. She is also checking that there are no misspelled words nor grammar errors.
Which criterion is she focusing?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergartens. She is making sure the
app is uncluttered in appearance, is arranged in some order of difficulty, and that icons
represent what they were intended to represent. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade Science class. She is finding out whether the
app taps the skills found in the grade standards to ensure that this app will be helpful in
meeting her objectives. She wants to make sure it is not too easy nor too difficult for her
students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
52
My Learning Portfolio
For your portfolio, do at least one of the three suggested activities below.
1. Visit www.teachnology.com or other teacher resource websites. Print useful instructional
materials (worksheets, visual aids, flash cards, rubrics, etc.) and include them here. Indicate how
they might be useful considering your major or area of specialization.
2. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and
share hoe these tools can be helpful to you as a teacher.
3. Visit edtechteacher.org. This is a treasure box for you. Explore and share what you learned.
53
My Learning Rubric (How did I perform in this episode?)
_________________________________________________________________
Field study 3, Episode 6 – My E-word
Focused on:



describing the goals of a learning resource/ multi-media center
identifying and classify resources that facilitate the teaching-learning processes
explaining the services of the Center that support learning
Name of Student
Year & Section:
Ruthchelle S. Miana
4th year
Course
Date Submitted:
December 10, 2015
BSED Filipino
Exemplary
Superior
Satisfactory
Needs Improvement
4
3
2
1
All episodes were done with
All or nearly all episodes
Nearly all episodes were
Fewer
Learning
outstanding quality; work
were
done
episodes were done; or
Activities
exceeds expectations.
quality.
Learning
Episodes
done
with
high
acceptable
half
Learning Episode
most objectives were met
4
All questions/episodes were
3
2
1
Analysis questions were
Analysis questions were
Analysis questions were
answered
answered completely.
not
not answered.
completely;
in
depth answers; thoroughly
grounded
on
Exemplary
grammar
theories.
Clear
and
connection
with
Grammar
theories
Vaguely related to the
and
Grammar and spelling
are acceptable.
3
1
2
Reflection
statements
profound
and
supported
by
are
clear;
experience
from the learning episodes
Reflection statements are
Reflections
statements
Reflection statements are
clear, but
not clearly
are shallow; supported
unclear and shallow and
supported by experiences
by experiences from the
are
from
learning episodes
experiences
the
learning
episodes
Portfolio
Portfolio is complete, clear,
Portfolio
is
well-organized
and
well-organized;
most
supporting
documentations are located
documentations
in
available and logical and
Submitted
of
complete,
clear,
clearly
designated
4
before
are
Submitted
1
Analysis questions were
supporting
not answered
documentations
are
Grammar
organized
are
unsatisfactory
but
and
on
4
spelling
1
the
deadline
2
Submitted a day after
Submitted two days or
the deadline
more after the deadline
3
2
1
Rating:
COMMENT/S
Over-all Score
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
19-18
17
16
15
14
13-12
11
10
9-8
7-below
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-below
_________________________________________
Signature of FS Teacher above Printed Name
by
the
lacking
3
the
from
Portfolio is incomplete;
clearly marked locations
deadline
Learning Episode
supported
2
supporting;
sections
all
not
learning episodes
3
4
Learning
spelling
spelling
are superior.
4
Insights
and
are unsatisfactory
theories
Grammar
Reflections/
answered
completely.
spelling
54
of
but need improvement.
Analysis of the
Submission
with
quality.
than
_________________________
Date
FS 3
FIELD STUDY
7
Learning Episode
55
ON-LINE LEARNING
THROUGH MOOCS
My Learning Episode Overview
Episode 7 provides an opportunity for me to use my computer
skills to explore online learning through MOOCs.
My Intended Learning Outcomes


In this Episode, I must be able to:
Identify MOOCs that align with the NCBTS.
Choose MOOCs that will contribute to

professional development.
Explain how MOOCs can be a tool for lifelong learning.
one’s
own
My Performance Criteria
I will be rated along, the following:



quality of my observation and documentation
completeness and depth of analysis,
depth and clarity of classroom observation-based
reflection
 completeness, organization, clarity of portfolio and
 time of submission of portfolio
My Learning Essentials
Massive Open On-line Course (MOOCs) are online courses
open to big group of people. Below are the basic information about
MOOCS. Let us focus on each word:
Massive

MOOCs are on-line courses designed for large number of
participants, usually larger than the number of students that
can fit a regular classroom. There can be hundreds or even be
thousand students or more.
56
Open


There is mostly freedom of place, pace, time.
Courses can be accessed by anyone anywhere as long as they


have internet connection.
Courses are open to everyone without entry qualifications.
Some courses are for free.
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:

Educational content. May include video, audio, text, games,

simulations, social media and animation
Facilitation interaction among peers. Builds a learning


community through opportunities to interact.
Some interaction with the teacher or academic staff
Activities/task, tests, including feedback. Participants are
provided with some feedback mechanism. Can be automatically

generated like quizzes, feedback from peers or teacher.
Some kind of (non-formal) recognition like badges or certificate
of completion. A formal certificate is optional and most likely

has to be paid for.
A study guide/syllabus. This includes instructions as to how
you may learn from the materials and interactions presented.
-
Based on Definition Massive Open Online Courses v1.1 licensed
under Creative Commons Attribution4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy,
Iversity. You will have a chance to explore them as you go through this
episode.
57
My Map
To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1
Review the seven
domains of NCBTS and
identify competencies I
like to develop more.
Visit sites of MOOC
provider and explore the
courses offer that are
are relevant to NCBTS domains
I want to work on.
Reflect on how I can
continue developing my
skills through MOOCS.
58
My Tools
1. Get a copy of the NCBTS and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCS in the internet which are relevant to the competencies you identified. You may
try these sites:
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationalworld.com/a_cur/moocs-best-teachers-free-online-courses.shtml
 http://www.forbes.com/sites.skollworldforum/2013/06/10/moocs-for-teachers-theyre-learnerstoo/
 https://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-moocmadness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC providers
to explore their MOOCs.
NCBTS Domain
Competencies I MOOC’s related to the
MOOC Provider
1. Social Regard for
Learning
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum
5. Planning,
Assessing and
Reporting
6. Community
Linkages
7. Personal Growth
and Professional
Development
59
want to work
competency/ies (include a
on
short description)
My Analysis
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
60
Why did you pick this MOOC?
3. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
My Learning Portfolio
Make a listing of MOOC providers (like Coursera, Edx, Udemy, Udacity, etc). Under each one, include the
most relevant MOOCs they offer for teachers. You may print their icons and course listings. Highlight
61
the ones you want to enroll in the future. Or if it is already possible, enroll in one MOOC and document
here what you learned and maybe paste your certificate of completion here.
Learning Episodes
Exemplary
Superior
Satisfactory
Needs
4
3
2
Improvement
1
62
Learning Activities
All episodes were done with
All or nearly all episodes
Nearly
episodes
Fewer than half of
outstanding
were done with high quality.
were done with high
episodes were done;
quality.
or most objectives
quality;
work
exceeds expectations
all
were met but need
improvement
3
Analysis of the
Learning Episodes
2
4
All questions/episodes were
Analysis
answered completely; in depth
answered completely.
questions
were
answers; thoroughly grounded
on
theories.
Exemplary
grammar and spelling.
1
Analysis
questions
Analysis
were
answered
were not answered.
not
questions
completely.
Clear
connection
with
theories.
Grammar
Vaguely
related
to
and
spelling
the theories.
are
unsatisfactory.
Grammar and spelling are
superior.
Grammar
and
spelling
4
3
Reflection
Reflection/Insights
statements
are
Reflection
profound and clear; supported
clear,
by
supported
experiences
are
acceptable.
from
the
learning episodes.
2
statements
but
not
by
are
clearly
experiences
from the learning episodes.
1
Reflection
Reflection
statements
shallow;
are
statement
supported
are
unclear and shallow
by experiences from
and
the learning episodes
supported
are
not
by
experiences
Learning Portfolio
4
3
Portfolio is complete, clear,
Portfolio is complete, clear,
Portfolio
well-organized
well-organized;
most
incomplete;
documentations
supporting
supporting;
and
all
documentations
supporting
the
2
learning
episodes
is
Analysis
1
questions
were not answered.
are located in sections clearly
are available and logical and
documentations
are
Grammar
designated.
clearly marked locations
organized
are
spelling
4
but
lacking.
3
from
and
unsatisfactory.
2
Submitted before the deadline
Submitted on the deadline
Submitted
a
1
Submitted two days
day
after the deadline
Submission of
or more after the
deadline
4
Learning Episode
3
2
Rating:
COMMENT/S
Over-all Score
1
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
19-18
17
16
15
14
13-12
11
10
9-8
7-below
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3.0
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71-Below
Grade
63
My Learning Rubric (How did I perform in this episode?)
Field Study 3, Episode 7 – On-line Learning through MOOCs
Focused on:

Identifying MOOCs that align with the NCBTS

Choosing MOOCs that will contribute to one’s own professional development

Explaining how MOOCs can be a tool for lifelong learning
Name of FS Student Ruthchelle S. Miana Date Submitted_____________
Year & Section
Course________________________________
___________________________________________________
Signature of FS Teacher above Printed Name
64
___________________________
Date